GeoGebra i Matematikk 1T. Frå lærarane i faget sin synsvinkel

Summary For 25 years, calculators with graphical window and later software on PC have been used as a digital aid in mathematics in upper secondary schools in Norway. In the last 10 years it is GeoGebra that has largely become standard. Many of those who are starting in upper secondary school choose the mathematics subject 1T the first year at school, and there they meet digital tools in mathematics to a greater extent than they have experienced earlier. For their final exam, these pupils must use both graphing and CAS in GeoGebra. I have used the quantitative method to ask teachers in the subject mathematics 1T of how they consider the digital aid GeoGebra. I do not find corresponding research with quantitative method in this context, and therefore I have little to compare with. The research I find that is similar, to a certain degree, is the research of Sigbjørn Hals from 2010. My problem statement is: How do the teachers consider the digital aid GeoGebra in mathematics 1T? The problem statement has been specified in these research questions: 1. What have the teachers received from GeoGebra training, and does this training provide basis for TPACK? 2. How do teachers organize teaching when GeoGebra is in use? 3. What opinions, and attitudes, do teachers have regarding GeoGebra and the 3 modules? 4. How much of the time spent using GeoGebra is used for each of the 3 modules CAS, dynamic geometry program and graphing? 5. What module would teachers choose to get rid of, if they had to choose one? Important findings on how teachers evaluate the digital aid GeoGebra in mathematics 1T: - The training in GeoGebra has largely been self-study and colleague collaboration. There has been lack of TPACK-related content in courses. - Teachers have positive opinions about GeoGebra, and especially considering it a good tool for visualization - Teachers consider graphing as the best tool for deep learning and understanding for students in mathematics 1T. Dynamic geometry program also gets good assessment, while CAS gets a significantly poorer assessment from the teachers as a good aid for deep learning and increased understanding. In one year, there will be a revised curricula for the subjects in upper secondary education. In depth-learning is an important part of the new overall part of the curriculum. If those who design the curriculum and the exam believe in dept-learning is important, they should listen to what teachers in mathematics 1T say about what is a good digital aid for deep learning and increased understandin